Search Results (160)

Macau’s Ching Chau Hill, as a composite entity of modern industrial heritage and natural cultural landscape, faces the dual challenges of conservation and regeneration. This study takes Ching Chau Hill as a case study, integrating structural equation modeling (SEM) with Geographic Information System (GIS) technology and combining the theory of the creative class, to construct an evaluation model of “industrial heritage-creative perception-cultural innovation.” Through questionnaire surveys, data from the creative class were collected, and SEM was employed for path analysis and hypothesis testing, while GIS was used for spatial analysis and visualization. This study systematically explores the creative perception pathways of industrial heritage value from the perspective of the creative class and its driving mechanisms for cultural inheritance and innovation. This study found that the retention rate of industrial structures (73%) and the “sacred-industrial” axis formed by the integrity of the spatial sequence (β = 0.58) together constitute the core of the material attachment path, and there is a significant threshold for the site identity effect: when the material authenticity score exceeds the 3.5 critical point, the identity value jumps by 37.8%, which provides a quantitative basis for the precise protection of “ruin aesthetics”. In the process of transforming cultural inheritance into innovative practice, the participation in creative activities showed a mediating effect of 72.1%, and the driving efficiency of co-creation activities was ten times higher than that of ceremonial guided tours, confirming the core position of “learning by doing” in heritage revitalization. The results show the following: (1) the creative class’s perception of the aesthetic uniqueness and historical memory of Ching Chau Hill’s industrial heritage significantly and positively influences their recognition of its creative value; (2) spatial accessibility and environmental atmosphere are key geographical factors affecting creative perception; (3) recognition of creative value effectively drives the innovative transformation of cultural heritage by stimulating participation willingness and innovative ideas. This study provides a strategy basis with both theoretical depth and practical guidance value for the revitalization and utilization of industrial heritage in post-industrial urban renewal. Full article

Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative case study investigates how university English teachers integrate AI chatbots into flipped classrooms. Findings reveal that teachers employed chatbots across multiple pedagogical functions—including vocabulary support, grammar explanation, dialogue simulation, and creative content generation—embedded purposefully into both pre-class preparation and in-class collaboration. Rather than passively adopting these tools, teachers strategically positioned chatbots to enhance student autonomy, confidence, and interaction, while tailoring their use to suit specific flipped classroom designs. Meanwhile, teachers acknowledged the risks of over-reliance on AI chatbot content and the disruptions caused by vague or incorrect responses. They responded by developing structured guidance and reforming their roles as facilitators rather than content deliverers. This study contributes new insights into teacher agency in AI-mediated language education, highlighting the complex pedagogical negotiations required to meaningfully integrate emerging technologies into flipped learning environments. Full article

This study examines how educational attainment and creative-class identity influence public library use among Black homeowners in Ward 8, Washington, D.C., a historically disinvested, yet resilient, Black community. Using an adapted theoretical framework (Chatman’s Small World Theory, Florida’s creative class theory, and Crenshaw’s intersectionality), the research investigates how symbolic capital informs institutional engagement in a racially homogeneous but economically stratified setting. A survey of 56 Black homeowners examined the relationships among education, income, creative-class identity, and library use. Logistic regression analysis revealed that higher educational attainment was a significant predictor of identification with the Black Creative Class^TM. However, neither income nor creative-class identity significantly predicted public library use. These findings challenge the assumption that middle-class status or creative-class affiliation ensures participation in educational or cultural institutions. Instead, they suggest that deeper dynamics, such as cultural relevance, perceived alignment, and trust, may shape engagement with public libraries. The study advances knowledge in library and information science (LIS) and urban studies by demonstrating how spatial context and class distinctions within Black communities shape library engagement. The results underscore the need for culturally responsive library strategies that recognize class-based variation within racial groups, moving beyond monolithic models of community outreach. Full article

Since the turn of the 21st century, urban studies and planning research has examined the strategic role of artists, arts organizations, and cultural activity as local and regional economic development catalysts. This article shifts the spotlight from the “creative class” and “creative industries” as drivers of a “creative city” to study the role of art, culture, and creative practices in community-led, place-based efforts to stabilize neighborhoods and advance more hopeful, healthy, and equitable urban futures. It explores Boston’s Chinatown, where community-based art activism has a long history of addressing critical issues such as reclaiming land taken by interstate highway and urban renewal projects, as well as combating gentrification and displacement through site activation. The case study focuses on Residence Lab, a community-based arts residency program initiated by the Pao Arts Center and the Asian Community Development Corporation that brought together multimedia artists with residents to collectively preserve Boston’s Chinatown through creative and artistic activation of underutilized sites in the neighborhood from 2019 to 2022. We examine a selection of ResLab projects, which give form and meaning to the struggles and aspirations of being at home in Chinatown and embody the art activism of partner organizations and program participants, along with the ResLab’s impacts on participating residents and artists. The concluding discussion considers ResLab’s contributions and implications for the shifting ways in which urban, political, and artistic cultures have intersected and impacted one another in Chinatown along with the relationship between collective action and the preservation and transformation of culture in the urban frame. Full article

We developed and validated an animation-based assessment (ABA) method for evaluating high school students’ inquiry competencies in Taiwan’s 12-Year Curriculum. Contextualized in atmospheric chemistry involving methane and hydroxyl radicals, ABA integrated dynamic simulations, tiered multiple-choice and open-ended tasks, and process tracking on the CloudClassRoom platform, the assessment focused on measuring two inquiry skills: causal reasoning and critical thinking. The results of 26,823 students revealed that the ABA effectively differentiated student performance across ability levels and academic disciplines, with open-ended items sensitive to higher-order reasoning. Gender difference was not observed, indicating the gender-free design of the developed ABA. While the ABA supports diagnostic insights, limitations need to be addressed, including the underassessment of modeling and creative experimentation skills. Therefore, it is necessary to include open modeling tasks and AI-powered semantic scoring. The developed ABA contributes a scalable, competency-aligned framework for inquiry-based science assessments. Full article

This study explores the migration intentions of university students—representing the potential creative class—in Erzurum, a medium-sized city in eastern Turkey experiencing shrinkage. Within the theoretical framework of shrinking cities, it investigates how economic, social, physical, and personal factors influence students’ post-graduation stay or leave decisions. Survey data from 742 Architecture and Fine Arts students at Atatürk University were analyzed using factor analysis, logistic regression, and correlation to identify key migration drivers. Findings reveal that, in addition to economic concerns such as limited job opportunities and low income, personal development opportunities and social engagement also play a decisive role. In particular, the perception of limited chances for skill enhancement and the belief that Erzurum is not a good place to meet people emerged as the strongest predictors of migration intentions. These results suggest that members of the creative class are influenced not only by economic incentives but also by broader urban experiences related to self-growth and social connectivity. This study highlights spatial inequalities in access to cultural, educational, and social infrastructure, raising important questions about spatial justice in shrinking urban contexts. This paper contributes to the literature on shrinking cities by highlighting creative youth in mid-sized Global South cities. It suggests smart shrinkage strategies focused on creative sector development, improved quality of life, and inclusive planning to retain young talent and support sustainable urban revitalization. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted of 347 high school students from three schools who learned biology concepts constructively during the first semester using VR-based instruction, complying with the principles of the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and complete mediation intervened, showing the effects of mediators on enhancing habits of mind through a sequence of mediation flowing from flow experience through motivation to self-regulation, which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure warrants further investigation. The results of the study suggest that VRI’s impact on critical and creative thinking was intensified through mediation effects. In addition, the findings confirm that flow experience and motivation played essential roles in fostering a conducive learning environment that supports cognitive skill development. The results highlight that the enhancement of self-regulation was a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI into teaching biology to enhance students’ higher-order thinking skills. Further studies on self-regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of virtual reality immersion. Full article

The Industry Foundation Class (IFC)-based sensor monitoring information expression mechanism is discussed, and an IFC-based tunnel entity definition and sensor monitoring information expansion method are proposed. Based on the existing IFC standards, by introducing the description dimensions of the tunnel’s spatial and geometric structure, the definition of IFC tunnel entities is creatively supplemented. For the first time, the expansion of IFCs in the field of tunnels is achieved, significantly expanding the boundaries of IFCs in complex underground engineering applications. The IFC-based tunnel monitoring information model is constructed using IfcSensor as the sensor entity and extending the sensor entity attribute set. Aiming at the problems of complicated tunnel monitoring data and difficult storage, this paper studies the tunnel monitoring information integration and visual early warning method based on IFCs. A Building Information Modeling (BIM)-based monitoring information integration system is developed, and the engineering application is carried out with the Jianyuan–Kaiyuan Road tunnel project in Xi‘an as a demonstration case. The advantages of BIM technology in a model visualization application are verified, and the risk perception and visual warning of tunnel construction are realized. Full article

This paper explores how generative artificial intelligence (GenAI) technologies, such as ChatGPT 4o and other AI-based conversational models, can be applied to flipped learning pedagogy to achieve enhanced learning outcomes for students. By applying Bloom’s taxonomy to intentionally align educational objectives to the key phases of flipped learning, our study proposes a model for assigning learning activities to pre-class, in-class, and post-class contexts that can be enhanced by the integration of GenAI. In the pre-class phase, GenAI tools can facilitate personalised content delivery, enabling students to grasp fundamental concepts at their own pace. During class, the interactions between students, teacher, and GenAI encourage collaborative learning and real-time feedback. Post-class activities utilise GenAI to reinforce knowledge, provide instant feedback, and support continuous learning through summarisation and content generation. Furthermore, our model articulates the synergies between the three key actors: interactions between students and teachers, learning support provided by GenAI to students, and use of GenAI by teachers to enhance their teaching strategies. These human–AI interactions fundamentally reshape the flipped learning experience, making it more adaptive, engaging, and supportive of the development of 21st-century skills such as critical thinking, collaboration, communication, and creativity. Full article

Digital pedagogies have significant potential to enhance classroom learning, and teachers are increasingly seeking ways to integrate these approaches. Combining video with drama provides students with opportunities to explore technology while expressing themselves through dramatic performance. This article presents a qualitative case study exploring the use of creative videomaking as a literacy strategy in an upper primary class at a high-diversity Australian school. The research explored different forms of literacy involved in collaborative videomaking, as well as benefits and challenges associated with this approach. Thematic analysis of observations, interviews, and student videos identified collaborative drama and videomaking as an engaging and inclusive pedagogy for diverse learners. Benefits included a strong focus on oral and visual communication and an authentic use of digital technologies. Written literacy would have benefitted from separate sessions targeting scriptwriting, however, and although critical digital topics captured students’ interest, these also needed more time than was allocated. Other challenges included increased self-consciousness for some students when recording their voices, limitations of filming in a classroom, and additional time needed for lesson preparation. Further findings showed drama strategies were particularly useful for improving at-risk students’ confidence and sense of identity as learners and speakers of English. Overall, integrating videomaking into literacy instruction effectively fostered multimodal and technological literacy, creativity, and identity for diverse students. Full article

Conversations with Friends by Sally Rooney depicts a love story between Frances, a Dublin college student, and Nick, a married, middle-class actor. The author creatively integrates film narrative and digital media narrative into the novel, thus employing different media for expression. When the novel was successfully adapted into a TV series in 2022, fan participation, media interviews, and actors’ interpretations fleshed out the characters, extending the process of cross-media remediation. Frances gradually accomplishes self-construal in the process of cross-media narrative, searching for the individual self, relational self, and collective self. In this article, Frances’ individual, collective, and relational selves are analyzed by exploring the effects of film and digital media narrative and cross-media remediation. We develop new perspectives on the interaction of multiple media and the intersection of narrative techniques. In breaking down the barriers between the text and the real world, millennials’ breakups, adherence to communist ideals, and awakening of female consciousness are well depicted. Due to Rooney’s cross-media narrative, the novel’s features could also bring the readers a film-like experience, thus making it suitable for visual adaptation. Full article

This study examined the boredom–creativity link by including students’ levels of over- and underchallenge. Based on the Meaning and Attentional Components model and the Cognitive Load Theory, we proposed the negative effects of students’ boredom combined with being overchallenged on creativity, whereas boredom combined with being underchallenged might enhance creativity. We examined this hypothesis in mathematics classes in a sample of N = 119 German high school students (M_age = 13.86, grade 8). A random slope approach to interaction modeling was used to investigate the effects of boredom and overchallenge and of boredom and underchallenge. The results revealed significant interaction effects in the postulated directions and no conditional effects neither of boredom nor of over- or underchallenge on the first creativity task. Hence, higher levels of boredom combined with higher underchallenge were related to increased mathematical creativity, whereas higher boredom combined with higher overchallenge reduced creativity on the first task but not on tasks two and three. The study provides insights into how cognition and emotion interact regarding learning and creative behavior and offers practical implications for understanding how students experience boredom, particularly in relation to being either over- or underchallenged. This understanding can clarify the attentional and motivational consequences of this prevalent emotion, especially in mathematics. Full article

Background: A high-quality diet is linked to cardiometabolic risk reduction. Culinary medicine interventions are effective in improving nutrition and health outcomes. While personalized nutrition is usually related to improving patient outcomes through knowledge about gene-nutrient interactions, tailoring interventions based on participant motivation and biopsychosocial environment may improve outcomes. The stage of change framework categorized participants based on current behaviors and intentions for future behaviors. Our goal was to assess participant perceptions regarding accomplishments, challenges, and needs up to one year following a culinary medicine program according to their stage of change at entry. Methods: Participant perceptions were collected at (1) the intervention end (open-ended questionnaire), (2) six months (semi-structured interview), and (3) twelve months (open-ended questionnaire). Analysis was performed inductively following a thematic analysis approach. Results: Twenty-four participants completed 70 perspectives (58/12 from participants who entered at a contemplation/action stage of change). Perceptions were related to (1) acquire culinary and nutritional knowledge: improve knowledge about healthy nutrition, use new recipes, and ask for hands-on cooking classes; (2) improve culinary and self-regulatory skills: improve confidence in the kitchen, expand cooking skills, organizing and planning, and creativity and pleasure; (3) adopt home cooking and healthy nutrition: adopt home-cooking habits, spreading home cooking to other family members, improve nutrition habits throughout the day, and decrease consumption of ultra-processed food; and (4) address the sustainability of health changes: achievements in maintaining long-term health changes, challenges in maintaining long-term health changes, and facilitators for a long-term change. Conclusions: These results provide one-year-long information about participant facilitators, barriers, and needs for making home-cooking changes categorized to the participant stage of change at program entry. This information can help reform effective personalized culinary medicine programs. Full article

This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (TPACK) framework, the research examines how GenAI facilitated and obstructed the creation of an immersive educational experience, addressing the challenges and opportunities it presents. The study employs an explanatory case study methodology combined with autoethnographic elements, capturing the dynamic interplay between AI tools and educators in the design process. The simulation incorporated faction-based role-playing to engage students in historical decision-making, influenced by both pre-revolutionary and revolutionary events. GenAI played multiple collegial roles in the design process, including as a subject matter expert, game mechanics designer, and content communicator, enhancing efficiency and creativity. However, its limitations—such as unverified information, anachronisms, and biases—necessitated careful consideration, drawing on content matter expertise and knowledge of curriculum and class context. Findings indicate that the effective use of GenAI to assist simulation design requires a robust integration of content knowledge, technological proficiency, and pedagogical strategies within the TPACK framework. The study contributes to emerging research on AI’s role in pedagogical design process, with implications for history education and beyond. Full article